Sharing What Works - Snapshots

Port Dalrymple Skill Centre - Tas

The successful development of Skill Centre in rural communities throughout Tasmania has provided the opportunity for students to continue their education in their local environment. Vocational Education and Training enrolments in rural areas total around 600 students, a vast improvement from the pre skill centre program.

The Principal, Mr Warren Pill, shares his success story.

From a first year enrolment of 34 students in 2001, Vocational Education and Training ( VET) enrolments at Port Dalrymple Skill Centre at George Town this year reached 73 in early March. The school was somewhat overwhelmed with the response, especially given that we didn't advertise as such apart from a letter drop in mid November last year. Most of those enrolled are adults, the vast majority being women. Of those who enrolled, many attended school here, although the changes, which resulted from the merger of two schools to become Port Dalrymple School, have made the place barely recognizable, in the eyes of VET students. There are sisters, parents and children (children in upper teens) and cousins attending. Some of these locals and newer arrivals were looking for a re-entry to study, including many who did not complete secondary schooling. Others were clearly focused on a Vocational qualification from the start. The surprising aspect for staff is the social atmosphere and the cooperative learning culture, which has emerged, barely needing to be fostered by staff. This is all helped by the two-room Skill centre completed in October 2001, having been funded on the strength of enrolment projections. The school achieved RTO status in December 2001, as a result of the tireless work of VET Coordinator, Brett Wilkin.

Clearly VET Rural is here to stay in George Town.

For further information, including details on the target group and responsible agency, follow the link to Initiatives targeting Recommendation 21.

'YEP' Youth Education Program - ACT and Commonwealth

The Youth Education Program (YEP) operates out of a youth centre, Youth in the City, located in the heart of Canberra. Anglicare, one of the largest non-government service providers in the ACT, manages Youth in the City.

YEP is unique in its approach to addressing the psychosocial needs of young people (aged 12-21). Youth in the City operates a number of services including an internet café, which was funded by FaCS. The internet café integrates the work of the Youth Education Program and services the needs of many at risk ACT students not attending school. The internet café operates as a drop-in centre there young people receive referral and advocacy support for their at risk issues.

The Youth Education Program has two full time teachers funded by the Department of Education and Community Services and students are able to study NSW TAFE Year 12 courses online. Students are also able to access youth worker support, community development support and family support to complement their school study.

The Youth Education Program has been successful in receiving POEMS funding from the Commonwealth Department of Education, Science and Training and intends to extend the intake of people in the program from 12 to 24 students. The Youth Education Program also receives a significant level of sponsorship from a local Anglican school, which has assisted in resourcing and training of staff.

For further information, including details on the target group and responsible agency, follow the link to Initiatives targeting Recommendation 21.

Maleny Flexi-School - Qld

Alternative Schooling Provision - Qld

Since 1999 the Maleny Flexi School has been working with alienated young people who express their dissatisfaction by leaving school or by displaying inappropriate behaviour within the traditional school system.

The Flexi School has the support of Education Queensland which provides a teacher for the school as well as access to Maleny State High School facilities and resources. The school also relies on services and resources provided by the community.

The school offers a variety of education program options. Students can opt to do subjects through distance education, link to the high school, complete programs developed at the Flexi school or develop independent projects. There is also the Three-Up School-in-Work Program involving a young person, a mentor and a workplace host enabling young people to develop vocational education knowledge and skills in the workplace.

The school plays a vital role in assisting some young people to complete their secondary schooling, become self motivated, self directed learners and helping them to develop the self confidence and skills required to make a more effective contribution to the community.

For further information, including details on the target group and responsible agency, follow the link to Initiatives targeting Recommendation 21.

The Twilight School - SA

The Twilight School was started in 2001 to reconnect students who have disengaged from schooling. For every 10-20 students there are 2 teachers from the mainstream school, this unique crossover of teachers provides continuity to students who return to mainstream education. A unique model of youthwork is being trialed to support the young people. The model is intensive and engages with all the students in a "normal" way so that a firm relationship and trust can be built prior to any formal intervention occurring.

The program seeks to support students in gaining employment or work experience and needs based teaching, using an adult learning culture. The weekly roster includes work education unit & modules, graphic design and art, PE and community studies, and mathematics and English focus.

The students attending the Twilight school come from a range of backgrounds, including chaotic families, are homeless, some have been serious drug users, most have been excluded or expelled from other schools and most have specific learning difficulties. Students are responding well to the flexibility, respect, attention and understanding provided at the school. Of the 29 students who started first term this year 22 either went to TAFE or back to school.

The youth worker's role is to work with the young person concerning their issues so that they become more able to continue to attend the program. This model is an intensive support model which seeks to locate the youth worker in the same space as the young people so that the relationship is more "normal". The youth worker is involved in the classroom and engages with the young people whilst they are also undertaking their schoolwork. By getting to know the youth worker as just another person who assists in the classroom, the young people are much more comfortable to talk with her about their issues than if she worked in the more traditional appointment-based model which most schools use.

This method of engagement creates the trust for the young person to then be able to take the risks necessary to tackle whatever issues s/he is concerned about. The youth worker then undertakes the usual range of interventions including meeting with parents, mediating where there is conflict, helping the young person seek help for alcohol or drug issues, assisting in finding accommodation, providing assistance with relationship issues and sexual health, and most importantly, advocating for young people so that they can receive the services and/or support they are entitled to from the community or other agencies.

Following, is a fairly typical example of some of outcomes being achieved. A 16 year old boy's father died four years ago, just as he was about to start high school. The young person had serious adjustment issues and rebelled at school, finally being excluded because of drug use. During the 18 months period when he wasn't at school he was involved in the drug and offending sub-culture and became homeless. He has returned to school through the Twilight school, has reconnected with his mother and has started helping around the house and taking an interest in his family life again. He is good with his hands and would like to be a motor mechanic or carpentry apprenticeship. Through the Twilight School he has done a TAFE course which has helped set him on the employment pathway he would like to take.

The program is still in the developmental stages and extensive research is required to make the model into a workable option in other DETE regions. Anecdotal information is very encouraging that this type of schooling option is appropriate for young people who have experienced significant disengagement from education.

For further information, including details on the target group and responsible agency, follow the link to Initiatives targeting Recommendation 21.

Online Learning Opportunities - Tas

The RURAL VET Network staff and district officers embraced the opportunity to be part of a Learn scope Project in 2000. The initial enthusiasm continues with a number of Rural VET teachers developing innovative and quality VET in schools programs.

Lesley Richardson from Campbell Town Skill Centre, has developed the Community Services, Aged Care Certificate 11 and 111 and is highly recognized for her outstanding work. Lesley delivers her program to 15 online students based primarily in rural and remote location. Many of her students are mature aged women who catch to bus to their local school with their children to commence their day at school. The often isolated women have welcomed the opportunity to reconnect with learning and engage with technological era. In 2001 around 70% of her students have gained employment in the aged care area.

Steve Harrison, from Dover District High School was recently awarded an Australia Teachers Prize for Excellence for his practical enterprise projects. Steve is particularly well known for delivering VET Aquaculture online - difficult to imagine but his interactive site certainly engages all students.

Brad an online learner from Burnie, some 6 hours from Dover, recently relocated to Dover to take up employment with Huon Aquaculture Company. Lauren from the rural community of Deloraine, completed Certificate 1 in 2001 and has moved to Dover to continue her studies in Aquaculture.

For further information, including details on the target group and responsible agency, follow the link to Initiatives targeting Recommendation 21.

Sole Vision - Qld

Community Employment Assistance Program - Qld

Sole Vision is designed for disadvantaged young women in the Logan community. The program addresses the needs of these young women in a holistic manner - it not only addresses the specific problems associated with unemployment but also personal and health issues.

The program covers a range of occupations and industries to increase employment opportunities and offset the impact of generational unemployment. It places a strong emphasis on job search activities, referral to employment and intensive work placement support.

The project is a twenty week structured vocational program followed by thirteen weeks of mentoring to address fundamental problems impacting on the young person's behaviour and motivation. Participants are supervised by a qualified trainer and youth worker and have access to drug and alcohol counsellors and psychologists. Each young person's progress is discussed at weekly casework meetings.

For further information, including details on the target group and responsible agency, follow the link to Initiatives targeting Recommendation 21.